A quasi-experimental study of the effect of teaching Orem's self-care model on nursing students' clinical performance and patient satisfaction.
Javad Malekzadeh, Zahra Amouzeshi, Seyed Reza Mazlom
PMID 30062031WHAT IT FOUND
Teaching Orem's self-care model to nursing students improved their clinical performance scores in communication, caring, and education compared to standard nursing process training.
However, patient satisfaction with care from these students showed no significant difference between the groups.
Key findings
01Students taught Orem's self-care model scored significantly higher in clinical performance domains of communication, caring, and educational skills than those taught the standard nursing process.
02Patient satisfaction with care provided by nursing students did not differ significantly between the group taught Orem's model and the control group.
03The study design was quasi-experimental and non-randomized, limiting the generalizability of the findings to the broader nursing student population.
STILL TO COME
How it was doneWhat they foundWhat it means for RNs
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What it does not show
The study was non-randomized and used convenience sampling, which introduces selection bias. The intervention duration was short (3 hours) and follow-up was brief (one week of internship). No pre-test performance data was collected for clinical skills, only post-test comparisons. The researcher collected the data, which may introduce observer bias. Patient satisfaction was measured after only one week of care from students, which may not reflect long-term outcomes.
Declared interests
The authors declare no conflict of interest.
The easy way to misread this
Do not assume that teaching Orem's model improves patient outcomes or satisfaction. The study showed improved student performance scores but no significant change in patient satisfaction, and the non-randomized design means these performance differences may not be generalizable.